European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.1199691 Volume 4 │ Issue 3 │ 2018 ASSESSMENT OF SCHOOL-BASED MANAGEMENT COMMITTEES’ (SBMCs) PHYSICAL AND FINANCIAL RESOURCES MANAGEMENT FUNCTIONS IN ANAOCHA LOCAL GOVERNMENT AREA, NIGERIA Eboatu, V. N.1i, Carol Obiageli Ezeugbor1, Golu, Joseph Arinze2 1PhD, Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka, Nigeria 2Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka, Nigeria Abstract: The responsibilities of the School-Based Management Committee (SBMC) include to ensure effective utilization of physical resources and to promote transparency, probity and accountability in school finances. This function becomes more critical in this period of economic recession in Nigeria. This study sought and established the extent of the School-Based Management Committees’ promotion of accountability and proper utilization of physical resources in the public secondary schools in Anaocha Local Government Area of Anambra State. The survey research method was adopted. Two (2) research questions guided the study, while two (2) hypotheses were tested at 0.05 significance level. The population of the study was 362; comprising 330 teachers, 16 community leaders and 16 principals, from which a sample of 236 (220 teachers, 8 principals and 8 community leaders) was drawn through simple random sampling technique. A 10- item Questionnaire, duly validated was used for collection of data. Data collected were analysed using mean score to answer the research questions and ANOVA to test the hypotheses. The study established among other things, that the SBMCs in Anaocha Local Government Area to a low extent contribute to ensuring proper utilization of physical resources, but to a high extent promote financial accountability in the use of school financial resources. Based on the findings, it was recommended, among other things, that the government should intensify sensitization programmes to enlighten the SBMC members and stakeholders on the important roles and responsibilities of the community in proper resource management for students’ improved academic performance. Copyright © The Author(s). All Rights Reserved. © 2015 – 2018 Open Access Publishing Group 215 Eboatu, V. N., Carol Obiageli Ezeugbor, Golu, Joseph Arinze ASSESSMENT OF SCHOOL-BASED MANAGEMENT COMMITTEEES’ (SBMCs) PHYSICAL AND FINANCIAL RESOURCES MANAGEMENT FUNCTIONS IN ANAOCHA LOCAL GOVERNMENT AREA, NIGERIA Keywords: school-based management committees, physical and financial resources, management functions, Nigeria 1. Introduction School-Based Management is the process of ensuring all-inclusive and effective participation in the management and administration of the school system by the local communities. In the views of Caldwell (2005) and Ayeni and Ibekun (2013) School- Based Management is the process of decentralization of power and authority from government to significant shareholders to perform statutory responsibilities in the administration, monitoring, evaluation and review of education policies, ensuring effective teaching and learning among others, for improved learning outcomes. The approval and establishment of School-Based Management Committees (SBMCs) in all primary and secondary schools in Nigeria is, a democratization process which is designed to work with and through local schools and stakeholders to engender better school management, more effective teaching and learning process and improved student outcome. The SBMCs are the bridges which connect the schools, the local communities and the Government, and enable them work together for improved school management. In view of the above, the Anambra State SBMC Guidebook (2013) prescribes that SBMCs membership be 12 to 19 people drawn from the following groups in the community: Traditional rulers, Headteacher/ Principal, the PTA, Town Union, Teachers, Students/ Pupils, Old Students Associations, Artisans, Religious Organizations, Town Vigilante, Youth Organizations, Women Organizations, among others. These members are expected to be nominated by their particular associations to represent them, with the Headteacher/ principal as the secretary of the SBMC. Other officers should be elected and should not be actual members of the school. Though illiterate parents may not be barred from the membership of the SBMC in communities where the level of literacy is low, it is important that members have knowledge of statutory matters where they are expected to give advice or take part in decision- making. Ayeni and Ibekun, (2013) note that many SBMC members have limited knowledge of school budget, physical plant, conflict resolution, personnel policy and other matters. This and other limitations pose challenges to effective performance of SBMC functions in schools. While the day-to-day management of schools is the responsibility of the Headteacher/ Principal, the SBMC acts as pivots of community / school partnership and are expected to perform the following responsibilities (Ejekam, 2011): Collaborating with PTA in the sensitization and mobilization of parents on enrolment, attendance and retention of their children/ wards in school; Monitoring staff with regards to attendance at school and effectiveness in curriculum delivery; Supporting the headteacher in innovative leadership and effective management of schools. It also includes supporting school development, planning, budgeting and utilization of resources in schools; Monitoring of the school physical resources with a view to ensuring their proper European Journal of Education Studies - Volume 4 │ Issue 3 │ 2018 216 Eboatu, V. N., Carol Obiageli Ezeugbor, Golu, Joseph Arinze ASSESSMENT OF SCHOOL-BASED MANAGEMENT COMMITTEEES’ (SBMCs) PHYSICAL AND FINANCIAL RESOURCES MANAGEMENT FUNCTIONS IN ANAOCHA LOCAL GOVERNMENT AREA, NIGERIA maintenance; Assisting in the procurement of teaching/learning materials and resources; Reporting to the LGEA on a regular basis on developments in the school; Serving as medium of transmission of skills, knowledge, values and traditions of the community. Other duties of SBMCs as enumerated, are assisting principals in treating disciplinary problems in the school; Ensuring adequate security of human and material resources in the school; Rendering annual statements of account, income and expenditure; Identifying staff requirements; Assisting in drawing up action plans for effective participation of all stakeholders in UBE programme; Initiate contact for functional network with other schools, LGEAs and other relevant agencies so as to motivate teachers, improve facilities and ensure learner friendly atmosphere; Collaborate with school authorities to set up sub-committees to handle school improvement projects e.g. Self-help, Home-Grown School Feeding and Health Programme (HGSFHP) etc. Any other issues that can lead to the attainment of quality basic education delivery. Resources management is an important aspect of SBMCs’ responsibilities. According to Uko, Umosen and Caleb (2015) resource management practices is concerned with planning, organizing, coordinating and controlling and that the success of education depends largely on effective handling of educational resources. The present study focused on SBMC’s functions of monitoring of school physical resources and proper management of school financial resources which are pivotal for effective teachers’ job performance and improved student learning outcome. The need for SBMCs to perform their functions becomes critical in this period of economic recession in Nigeria, characterized by a significant decline in real Gross Domestic Product, real income, employment, industrial production and wholesale-retail sales (NBER, 2007). This economic decline has given rise to inadequate government expenditure in education though school enrolment continues to rise. This makes it expedient for the community, ably represented in the SBMC, to partner with schools to augment and manage school resources for improved student academic performance. Education is capital intensive and a sine qua non for all round national development. It is for this reason that Adeyemi (2011) posited that the importance of adequate financing of education cannot be over-stressed because no organisation can carry out its obligations effectively without it. Unfortunately, Nigeria has been unable to allocate up to 25% of its annual budget to education as recommended by UNESCO/UNICEF. This situation calls for prudence and accountability in the use of limited resources and is of utmost importance, especially during economic hardship. Thomas (1977) posits that in times of depression, there should be accountability by giving explanation to interest groups. To be accountable is to be responsible for one’s actions and decisions by adopting laid down principles of financial management. The Anambra State SBMC Guidebook (2013), therefore, mandates that SBMCs promote financial accountability by following basic accounting rules, maintaining clear records, ensuring that their actions are open for public scrutiny, making the best use of funds, spreading authority by ensuring that more than one person are involved in any transaction and to prepare schools’ annual budgets. The Principals and SBMC members European Journal of Education Studies - Volume 4 │ Issue 3 │ 2018 217 Eboatu, V. N., Carol Obiageli Ezeugbor, Golu, Joseph Arinze ASSESSMENT OF SCHOOL-BASED MANAGEMENT COMMITTEEES’